• Journal of the Korea Convergence Society
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• v.10 no.12
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• pp.465-476
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• 2019

This study was convergence study to determine sleep and its factors in university students on the basis of Spielman's 3P model. The participants were 191 graduate and undergraduate students who were scheduled to take the exam after 1~2 weeks. The related variables of quality of sleep were self-control, stress, test anxiety, smartphone dependence, and daytime sleepiness. Chi-square test and t-test were used to make a comparison of the quality of sleep between the good and the bad sleep quality group. Pearson's coefficient correlation analysis was performed for correlation between the quality of sleep and the general characteristics, self-control, stress, test anxiety, smartphone dependence, and daytime sleepiness. Stress and test anxiety as precipitating factors for sleep disturbance, smartphone dependency as a perpetuating factor for sleep disorder, and daytime sleepiness as a sleep-related factor were correlated with the quality of sleep; no statistically significant correlation was found with self-control as a predisposing factor in the biopsychological area. It is necessary to solve such problems with mental health as stress and test anxiety, which are factors for sleep disturbance, and smartphone dependency as a perpetuating factor for sleep disorder, in pursuit of higher quality of sleep for university students.

• Proceedings of the Korean Society of Propulsion Engineers Conference
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• 2001.04a
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• pp.17-20
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• 2001

Combustion characteristics of KSR-III liquid rocket engine are investigated numerically in the standpoints of engine performance and acoustic instability. In the present calculation, engine performance for design and off-design conditions is estimated effectively with reasonable error. Numerical results of acoustic instability show that engine operation for the design condition has sufficient stability margin, but for a certain off-design condition, acoustic instability can be triggered by artificial pressure perturbation. The present results are in a good agreement with the available experimental results and can be adopted for the prediction of engine performance and stability, depending on the specific operating condition.

• Journal of the Korean Academy of Child and Adolescent Psychiatry
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• v.2 no.1
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• pp.43-48
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• 1991

The College entrance examination stress syndrome is a kind of anxiety disorder. The underlying cause of this disorder is not a test anxiety itself. One's hidden inner and familial conflicts are more likely attributed to this disorder. Patient's the most common complaints are various psychosomatic symptoms but in severe cases underlying psychopathology may be activated and progress to major psychosis. In a broad sense adolescent's delinguent behavior, drug abuse, school drop-out and sucide are closely related to this syndrome. In clinical management of these patients, considering the special situation of impending examination, the therapist must access to central conflict theme in a short time without severe resistance. The authors classified this syndrome into 5 clinical subtypes ; 'the anxious group', 'the exhaustion group', 'the despair group', 'the emptyness group' and 'the boredome group'. Typical case of each subtype and it's management methods were presented briefly.

• Aerospace Engineering and Technology
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• v.6 no.2
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• pp.141-149
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• 2007

It was carried out hot-firing test with a regenerative-cooled sub-scale combustor which was applied regenerative-cooling, film cooling and thermal barrier coating. Test results showed that cooling methods used in the combustor play an full role in the operation of the combustor under the design condition but it is occurred high frequency combustion instability due to unsteady flow of fuel by structural support ring inserted in fuel manifold. The flow pattern of fuel was improved by excluding the ring and it will be carried out additional hot-firing test to verify the combustion stability of modified combustor.

• The Journal of Korean Academic Society of Nursing Education
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• v.16 no.2
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• pp.177-185
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• 2010

Purpose: The purpose of this study was to examine the relationship between test anxiety, self-esteem and mental health. Method: Data were collected by structured questionnaires from 306 nursing students in a dormitory for the national examination for registered nurses. Collected data were analyzed by t-test, ANOVA, scheffe's test and Pearson's correlation coefficient and hierarchial multiple regression through the SPSS WIN program. Result: The results of the analysis showed that the mean for test anxiety was $79.70{\pm}18.74$ points, the degree of self-esteem was $28.26{\pm}5.02$, and mental health was $24.31{\pm}13.07$. In the correlation analysis, mental health positively correlated with test anxiety (r=.559, p=.000) and negatively correlated with self-esteem (r=-.141, p=.013). Test anxiety and subjective health status explained 36.4% of mental health. Conclusion: This finding of this study recommends that test anxiety control and self-esteem enhancement programs should be development for mental health promotion in nursing students taking the national examination for registered nurses.

• Korean Journal of Child Studies
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• v.35 no.1
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• pp.61-76
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• 2014

This study examined the effects of perfectionism and cognitive-emotion regulation strategies on the test anxiety. The participants in this study were 423(227 boys, 196 girls) 6th graders recruited from four elementary schools in Seoul, Korea. The participants completed the Test Anxiety Inventory-Korea(Kim, 1991), the Child and Adolescent Perfectionism Scale(CAPS; Flett at al, 2000), and the Cognitive-Emotion Regulation Questionnaire(CERQ; Garnefski, 2001). The results of this study were as follows. First, self-oriented perfectionism and socially prescribed perfectionism were both positively associated with test anxiety. Additionally, the children who used more adaptive cognitive-emotion regulation strategies reported lower test anxiety, whereas the children who used more maladaptive cognitive-emotion regulation strategies reported higher test anxiety. Secondly, there was an interactional effect between self-oriented perfectionism and maladaptive cognitive-emotion regulation strategies on test anxiety. Lastly, socially prescribed perfectionism and cognitive-emotion regulation strategies had a significant effect on children's test anxiety. However, there were no interactional effects observed between socially prescribed perfectionism and cognitive-emotion regulation strategies on test anxiety.

• Journal of muscle and joint health
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• v.28 no.2
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• pp.121-129
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• 2021

Purpose: This descriptive research study investigated the effects of self-efficacy and socially prescribed perfectionism on test anxiety among nursing students. Methods: This study recruited nursing students at K University located in S city through convenience sampling. A survey was conducted from September 22 to November 4, 2020, using online web questionnaires. A total of 180 answers were analyzed. SPSS 22.0 was used to perform independent t-tests, one-way ANOVA, Scheffé post hoc analysis, Pearson's correlation, and multiple regression analysis. Results: The average test anxiety was 3.27 points out of 6 points. The general self-efficacy was 3.81 points out of 5 points; social self-efficacy was 3.58 points and socially imposed perfectionism was 2.79 points out of 5 points. Variables affecting test anxiety were socially prescribed perfectionism, sex, academic stress, and general self-efficacy, and the explanatory power of these variables was 30.9%. Conclusion: It was confirmed that academic stress, general self-efficacy, and social imposition perfectionism were factors affecting test anxiety among nursing students. Therefore, it is necessary to develop and provide a program to control the factors affecting test anxiety in nursing students to lower test anxiety.

• Journal of Korean Public Health Nursing
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• v.23 no.2
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• pp.251-261
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• 2009

Purpose: The study determined the effects of a brain respiration program on reducing the test anxiety and depression of nursing students. Method: This study used a nonequivalent control group pretest-posttest design. Subjects (n=126) were divided into an experimental group (n=64) that received the brain respiration program two times a week for 8 weeks, and control group (n=62), Data was analyzed using paired t-test and, Pearson correlation coefficient. Results: There was no significant group difference in decreased test anxiety between the two groups (t=1.726. p=.087), but the experimental group displayed a significant decrease in depression (t=2.882, p=.005). Test anxiety and depression was significantly difference by the group (F=5.449, p=021; F=21.008, p=<.001). Significant positive correlations were revealed between worry, and emotional and cognitive factors in test anxiety. Conclusions: Use of a brain respiration program can reduce test anxiety and depression in nursing students.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.15 no.10
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• pp.6014-6028
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• 2014

This study examined the levels of language anxiety and their causal factors in different English class environments. The findings show that the levels of language anxiety vary significantly in different types of class environments, indicating that both the class environments and individual characteristics are meaningful variables of language anxiety. The findings also show that unlike the levels of language anxiety, its causal factors are almost constant regardless of the class environment with communication apprehension being the most important factor. This study suggests that the English proficiency of students and professors needs to be considered when constructing specific class environments, in addition to promoting class environments favorable to students' active participation in class.

• Journal of Digital Convergence
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• v.19 no.3
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• pp.99-108
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• 2021

The benefits of teaching learning materials to others have been shown on learning achievement. Anxiety is one of the obstacles in learning and it has been shown that math anxiety is strongly associated with math achievement. Thus, the aim of this study was to investigate whether teaching others benefits math anxiety when university students learn statistics. 59 students who enrolled in statistics class participated and 30 students performed group assignment of teaching peer in a group and 29 students did not. Other than group assignments, the instructor, lectures, assignment of solving the problems, and exams were all the same. The results showed that the math anxiety of students who did group assignments of teaching was decreased at the end the semester. Increased math anxiety yielded negative attitudes toward learning statistics, resulting in poor learning performance. Furthermore, the relationship between math anxiety and the attitudes toward leaning statistics was moderated by teaching others. The results suggest that teaching others has an effect on reducing math anxiety and thus, possibly yield persistent learning gains.